The Experts below are selected from a list of 72 Experts worldwide ranked by ideXlab platform
Baptiste Barbot - One of the best experts on this subject based on the ideXlab platform.
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Does the Fourth-Grade Slump in Creativity Actually Exist? A Meta-analysis of the Development of Divergent Thinking in School-Age Children and Adolescents
Educational Psychology Review, 2020Co-Authors: Sameh Said-metwaly, Belén Fernández-castilla, Eva Kyndt, Wim Van Den Noortgate, Baptiste BarbotAbstract:The development of divergent thinking (DT) in school-age children and adolescents has received considerable attention in the educational psychology literature since the 1970s. A body of research has outlined the existence of Slumps (i.e., temporary declines) in this development with, however, conflicting findings concerning the magnitude and timing of these Slumps. This study is the first to meta-analyze prior research findings regarding DT development from Grades 1 to 12, with a particular emphasis on the widely controversial Fourth-Grade Slump. A total of 2139 standardized means from 41 studies involving 40,918 subjects were analyzed using a meta-analytic three-level model. The findings showed an overall upward developmental trend of DT across grade levels, with some discontinuities. Specifically, there was no evidence of a general Fourth-Grade Slump; rather, evidences for a seventh-grade Slump were found. Moderator analyses indicated that a Fourth-Grade Slump might be observed depending on DT test, task content domain, intellectual giftedness, and country of study. The existence of the seventh-grade Slump was also moderated by DT test, task content domain, and gender. Together, this study deciphers a longstanding debate regarding DT development, a prerequisite knowledge to support age-appropriate educational strategies that encourage creativity development. Implications of these findings for creativity research and practice are discussed.
Annette Woods - One of the best experts on this subject based on the ideXlab platform.
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Teaching for quality and equity: (Re)focusing the lens to make diversity and difference visible
2020Co-Authors: Robyn Henderson, Annette WoodsAbstract:Despite the evidence that many of Australia's children are learning literacy in schools, our poorest and most disadvantaged children are still being left behind. To date, our understanding of the place of transitions in this has been limited, although there has been work on the fourth grade Slump (Gee, 2000, 2008) which has followed children's move from early years' classrooms into the fourth or fifth grade; the transition from primary to secondary school (e.g. Bahr & Pendergast, 2007; Pendergast & Bahr, 2005, 2010), and transitions when changing schools (Henderson, 2008). In this chapter, we consider the notion of transitioning, as we unpack issues that are related to recognising and valuing student diversity and difference. Using a lens analogy, we analyse a family case study from two perspectives. We conclude with a list of implications and suggestions for providing high quality and high equity literacy pedagogy and literacy outcomes for middle years students.
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(Re)focusing the Lens to Make Diversity and Difference Visible : Teaching for Quality and Equity
2012Co-Authors: Robyn Henderson, Annette WoodsAbstract:Despite the evidence that Australia’s children are learning literacy, there is also significant evidence that the poorest and most disadvantaged children are being left behind. To date our understanding of the place of transitions in this has been limited, although there has been work on the fourth grade Slump (Gee, 2000, 2008), the transition from primary years to secondary years (e.g. Bahr & Pendergast, 2007; Pendergast & Bahr, 2005, 2010), and transitions when changing schools (Henderson, 2008). In this chapter, we consider the notion of transitioning, as we unpack issues related to recognising and valuing student diversity and difference. We want to highlight ways of providing high quality and high equity literacy pedagogy and literacy outcomes for middle years students. We will also discuss the importance of recognising that students transit to schools and school learning from other significant contexts, each with their own combinations of literacy practices, rituals and values.
Sameh Said-metwaly - One of the best experts on this subject based on the ideXlab platform.
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Does the Fourth-Grade Slump in Creativity Actually Exist? A Meta-analysis of the Development of Divergent Thinking in School-Age Children and Adolescents
Educational Psychology Review, 2020Co-Authors: Sameh Said-metwaly, Belén Fernández-castilla, Eva Kyndt, Wim Van Den Noortgate, Baptiste BarbotAbstract:The development of divergent thinking (DT) in school-age children and adolescents has received considerable attention in the educational psychology literature since the 1970s. A body of research has outlined the existence of Slumps (i.e., temporary declines) in this development with, however, conflicting findings concerning the magnitude and timing of these Slumps. This study is the first to meta-analyze prior research findings regarding DT development from Grades 1 to 12, with a particular emphasis on the widely controversial Fourth-Grade Slump. A total of 2139 standardized means from 41 studies involving 40,918 subjects were analyzed using a meta-analytic three-level model. The findings showed an overall upward developmental trend of DT across grade levels, with some discontinuities. Specifically, there was no evidence of a general Fourth-Grade Slump; rather, evidences for a seventh-grade Slump were found. Moderator analyses indicated that a Fourth-Grade Slump might be observed depending on DT test, task content domain, intellectual giftedness, and country of study. The existence of the seventh-grade Slump was also moderated by DT test, task content domain, and gender. Together, this study deciphers a longstanding debate regarding DT development, a prerequisite knowledge to support age-appropriate educational strategies that encourage creativity development. Implications of these findings for creativity research and practice are discussed.
Robyn Henderson - One of the best experts on this subject based on the ideXlab platform.
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Teaching for quality and equity: (Re)focusing the lens to make diversity and difference visible
2020Co-Authors: Robyn Henderson, Annette WoodsAbstract:Despite the evidence that many of Australia's children are learning literacy in schools, our poorest and most disadvantaged children are still being left behind. To date, our understanding of the place of transitions in this has been limited, although there has been work on the fourth grade Slump (Gee, 2000, 2008) which has followed children's move from early years' classrooms into the fourth or fifth grade; the transition from primary to secondary school (e.g. Bahr & Pendergast, 2007; Pendergast & Bahr, 2005, 2010), and transitions when changing schools (Henderson, 2008). In this chapter, we consider the notion of transitioning, as we unpack issues that are related to recognising and valuing student diversity and difference. Using a lens analogy, we analyse a family case study from two perspectives. We conclude with a list of implications and suggestions for providing high quality and high equity literacy pedagogy and literacy outcomes for middle years students.
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(Re)focusing the Lens to Make Diversity and Difference Visible : Teaching for Quality and Equity
2012Co-Authors: Robyn Henderson, Annette WoodsAbstract:Despite the evidence that Australia’s children are learning literacy, there is also significant evidence that the poorest and most disadvantaged children are being left behind. To date our understanding of the place of transitions in this has been limited, although there has been work on the fourth grade Slump (Gee, 2000, 2008), the transition from primary years to secondary years (e.g. Bahr & Pendergast, 2007; Pendergast & Bahr, 2005, 2010), and transitions when changing schools (Henderson, 2008). In this chapter, we consider the notion of transitioning, as we unpack issues related to recognising and valuing student diversity and difference. We want to highlight ways of providing high quality and high equity literacy pedagogy and literacy outcomes for middle years students. We will also discuss the importance of recognising that students transit to schools and school learning from other significant contexts, each with their own combinations of literacy practices, rituals and values.
Jean Stockard - One of the best experts on this subject based on the ideXlab platform.
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Promoting Reading Achievement and Countering the "Fourth-Grade Slump": The Impact of Direct Instruction on Reading Achievement in Fifth Grade.
Journal of Education for Students Placed at Risk (jespar), 2010Co-Authors: Jean StockardAbstract:Previous research has documented a substantial decline of standardized test scores of children from low-income backgrounds, relative to more advantaged peers, in later elementary grades, the so-called “Fourth-Grade Slump.” This article examines changes in reading achievement from first to fifth grade for students in a large urban school system with a high proportion of students from economically deprived backgrounds. Students received first-grade reading instruction from Direct Instruction (DI), Open Court, or a mixture of reading curricula. Results indicate that students in schools using DI had significantly greater gains in both reading vocabulary and comprehension than students in the two other settings and that their average levels of achievement in fifth grade were above the national norms, thus countering the Fourth-Grade Slump.
